Ritið : tímarit Hugvísindastofnunar - 01.10.2022, Síða 198

HÁSKÓLI Í ÞÁGu LýðRæðIS
197
skólar hafa annars stigs innra gildi þegar lýðræði er iðkað í háskólastarfi og fyrir
tilstilli þess.
Álykta má að hér skapist forsendur fyrir því að velja að ýta undir lýðræðislega
mikilvæga þætti háskólastarfs í stað þess að láta reka á reiðanum um hvort íslenskt
lýðræði spjari sig án þess að hlúð sé að því sérstaklega í starfi og stefnumótun há-
skóla.
Lykilorð: Háskólar, háskólamenntun, lýðræði, gildafræði, gildi háskóla.
A B S T R A C T
Universities for the Sake of Democracy
A recent study of Icelandic public policy documents shows that ideas about the
democratic role of universities are vague and undeveloped, as well as overshadowed
by the recurrent theme of quality and competitiveness. This is a cause for concern
since by law, universities in Iceland are expected to prepare students for responsible
participation in democratic society. Internationally, interest in the civic and demo-
cratic role of universities has increased in tandem with rising threats to democracy
globally. Instead of viewing universities exclusively as a source of economic and
intellectual goods, these trends emphasise how universities also serve society with
respect to fundamental moral values. Icelandic universities have the responsibility to
investigate, reflect on, and strengthen their relationship with democracy in Iceland.
The aim of this study is to bring forth the democratic value of universities. Al-
though the concepts of university and democracy admit of various interpretations,
an attempt is made to draw out the university features that have value for democ-
racy however understood. The methodological framework employs a distinction
between instrumental value, symbolic value, contributory value, and second-order
intrinsic value.
The instrumental democratic value of universities comprises the creation of new
knowledge, the development of democratic competences and democratic culture,
and a commitment to truth. Their symbolic democratic value consists in a culture of
collegiality, academic freedom, freedom of expression, and tolerance. universities
have contributory democratic value by being part of a functioning democratic soci-
ety, for example through education for public servants, specialists, and profession-
als, through knowledge production and international relations. Finally, universities